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morphadorner.northwestern.edu: java command-line program which acts as a pipeline manager for processes performing morphological adornement of words in texts.

What’s so interesting about these digital tools for students?

Shows them the different tools for analysis itself - that texts are not just self-obvious and coherent entities that cannot be unpacked.

Show changes in canonicity - nobody talking about Melville, then everyone talking about Melville

Text mining books ABOUT literary -- what books are named as “the american poet” or the major names, and who isn’t named

Use these tools to trouble the nature of publication itself

Students see books/texts as stable products -- books were published as one entity and never changed.

Most texts have lots of versions -- deciding on the authoritative version of a text is a complicated decision and process.

Shows books as complicated entities with a life history

Literature has a politics and history to it -- these literary tools make those questions and ideas more visible to them.

Translation has much potential here as well for comparison

Compare one text with others --- can show how a text is quite different from other contemporaneous texts, or how it is using similar words / concepts

Creative Writing & Literature -- a student can put in their own work into these tools - to see trends within the context

How do you talk about the difference between “close reading” and “distance reading”

How to teachers talk to their students about these tools-how are they different?

When using tools like this, how do you read for silences? How convey the importance of infrequency?

Tools - won’t help with PLOT

Be explicit -- don’t assume you’re going to be able to institute tools without talking about the assumptions and abilities of the tools themselves.

Assignment: early english literature. In the Survey of Brit Lit -- only time for 4 or 5 Shakespeare sonnets. But you could compare what a tool analysis shows of a group of sonnets vs. close reading of a single sonnet?

What do we do as literary scholars? We create models of texts. A model of reading and understanding of texts.

Is this tool, or might it be, used as compensation for a lack of breadth?

Voyant can also point students to larger, more specific text-analytic tools.

How useful is Voyant when applied to stylistics, or stylistic questions? The tool seems to largely be more thematic.

Some discussion of the collaborative potential of Voyant tools.

Since tools like Voyant analyse marked data, how approach errors in data recording? How to talk to students about this? One suggestion is that the level of errors is small enough to not subvert larger trend.

Pedagogy - how do you approach this in class?

Citatnnion/Research

If using these tools, how do you explain/cite these tools in scholarly work?

Are their journals that are publishing this type of scholarship (DH Quarterly, etc.) Are traditional journals accepting of this work? (A little too early to determine.)

What type of research uses such tools or methodology? (Ryan Cordell discussed “Reprint Culture” & Celestial Railroad project, which applies a very specific research question to large datasets.)

A stop list is an easy tool, but how expand the idea to exclude/filter things such as advertisements from newspaper data.

OCR tools: Omnipage, Acrobat Pro, ABBYY Finereader

Discussion of the importance of collaboration with someone in Computer Science; project must be appealing to them if the actual computation required is pedestrian (for example, Natural Language Processing). Also, how do you find these people for collaboration.